Bibi Blocksberg STUDY GUIDE by dfsdf224s

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									Bibi Blocksberg
STUDY GUIDE
From the John VanDuzer Children’s Film Collection
Prepared by:
DAN GRANT, B.Ed
                                                          Table of Contents
Message to the Educator .......................................................................................................................... 3
Synopsis ........................................................................................................................................................ 3
Curriculum Links.......................................................................................................................................... 4
Lesson Outline.............................................................................................................................................. 5
Lesson One: Character Education Development ................................................................................. 6
Lesson Two: Witches and Wizards ................................................................................................... 8
Lesson Three: Bibi Blocksberg.......................................................................................................... 9
Lesson Four: Bibi Blocksberg Film Review ...........................................................................................11
Lesson Five: Bibi Blocksberg’s Next Adventure! ..................................................................................12
Appendix One: Connector ........................................................................................................................14
Appendix Two: Student Question and Response Sheet.....................................................................15
Appendix Three: Bibi Blocksberg Film Review .....................................................................................16
Appendix Four: Film Review Template .................................................................................................17
Appendix Five: Film Review Rubric ........................................................................................................18
Appendix Six: Bibi’s Next Big Adventure!..............................................................................................19
Appendix Seven: Story Writing Rubric ..................................................................................................20
Appendix Eight: Seven Lives of Witches Game ...................................................................................21
Appendix Nine: Witches and Wizards Worksheet................................................................................22
Appendix Ten: Audacity Recording Instruction Sheet .........................................................................23
Appendix Eleven: Character Education Development ........................................................................24
Appendix Twelve: Bibi Blocksberg Character Traits .............................................................................25
Appendix Thirteen: Bibi Blocksberg: Character Comparison Venn Diagram .................................26




YOUTH LEARNING                   BIBI BLOCKSBERG STUDY GUIDE                                                                                           PAGE 2
Message to the Educator
The Youth Learning Department at TIFF aims to provide children, youth and students with new academic
opportunities and social experiences by exposing them to the language and vision of film. We are proud to
introduce educators to the John VanDuzer Children’s Film Collection. This initiative reflects our continuing
commitment to educating and inspiring youth through the transformative powers of the moving image.

The collection, the first of its kind in the world, is empowered to purchase, archive and distribute the
best children’s and family films available from around the world. Study guides that were developed
with education experts accompany each film and are designed to address contemporary social issues
and provide a wealth of synergistic programming with the Ontario Ministry of Education. For more
information, please visit reellearning.ca, our online film-literacy resource for educators.


Synopsis
Country of Origin: Germany
Release Year: 2002
Original Language: German (with English subtitles)
Director: Hermine Huntgeburth
Runtime: 106 minutes
Themes: Belief in yourself, friendship, responsibility, bullying, female empowerment
Grade Recommendation: 4 to 6, ELL Stage 2

Bibi Blocksberg is a twelve-year-old apprentice witch living with her mother Barbara (also a witch) and
father Berhard in Germany. The film begins with a party for Bibi, who saved the lives of two young children
trapped inside a burning house. Bibi is awarded a special pin from the mayor of the city and the head witch,
Walpurgia, tells her that she will receive the crystal ball. This means she will become a full-fledged witch now,
and does not have to wait until she is fifteen. Although her father Berhard is not very pleased with the idea of
having two witches in the house, Bibi and her mother fly their brooms to the Blocksberg to receive her crystal
ball.

Bibi runs into conflict when the evil witch Rabia intentionally drops and shatters Bibi’s crystal ball. Rabia is
enraged when Walpurgia orders her to give Bibi her own crystal ball to replace it. Unbeknownst to the others,
Rabia has hidden the formula for eternal youth inside of her crystal ball and will stop at nothing to get it back
from Bibi.

Rabia first creates conflict between Bibi and her friend Florian and then frames Berhard Blocksberg for
embezzlement from his workplace. Berhard is convinced that all of his problems stem from Bibi and
Barbara’s witchcraft. He tells Bibi and her mother that if they do not give up witchcraft, he will lose his job.

Barbara and Bibi agree to renounce their witchcraft and fly back to the Blocksberg to complete the ceremony
to renouce their witchcraft. While there, Bibi discovers Rabia’s plans but not before her mother has lost her
witchcraft powers. Bibi manages to fly away before her powers are taken away as well.

Rabia traps Barbara and Berhard Blocksberg in her castle. Bibi rescues her parents with the help of her
friends Florian, Schubia and Arcadia. Rabia is punished by the other witches for her deception, Barbara
Blocksberg gets her powers back and Walpurgia helps clear Berhard of all guilt in the embezzlement.




YOUTH LEARNING         BIBI BLOCKSBERG STUDY GUIDE                                                         PAGE 3
Curriculum Links
       Activity                                   Curriculum Expectations

                        •	 Generate, gather and organize ideas and information to write for an
                           intended purpose and audience.
     Language:
      Writing           •	 Identify their point of view, and other possible points of view, and determine,
                           when appropriate, if their own view is balanced and supported by evidence.
                        •	 Produce draft and revised pieces of writing to meet identified criteria based
                           on the expectations related to content, organization, style and use of
                           conventions.


                        •	 Solve problems through drama and dance, working in large and small
        Arts               groups using various strategies.
                        •	 Use different forms of available technology to enhance work.


                        •	 Create a variety of media texts for different purposes and audiences, using
                           appropriate forms, conventions and techniques.
                        •	 Reflect on and identify their strengths as media interpreters and creators,
   Media Literacy
                           areas for improvement and the strategies they found most helpful in
                           understanding and creating media texts.




YOUTH LEARNING      BIBI BLOCKSBERG STUDY GUIDE                                                       PAGE 4
Lesson Outline
1. Character Education Development
   40-50 minutes
    •	 Character Development Education worksheet
    •	 Activate prior knowledge about character development

2. Witches and Wizards
   40-50 minutes
    •	 Activate prior knowledge about witches and wizards
    •	 Witches and wizards worksheet
    •	 Connection to character education

3. Bibi Blocksberg: Film Viewing
   180 minutes
    •	 Activate prior knowledge
    •	 General classroom discussion
    •	 Bibi Blocksberg character education development sheet
    •	 Character comparison Venn Diagrams
    •	 Individual Lesson Assessment: Connector

4. Bibi Blocksberg: Film Review
   40-50 minutes
    •	 Students will write a film review of Bibi Blocksberg
    •	 Students will make connections between the film and their own personal experiences
    •	 Individual Lesson Assessment: Bibi Blocksberg Film Review Rubric

5. Bibi Blocksberg: Further Adventures
   40-50 minutes
    •	 After the film, students will brainstorm a new adventure for Bibi Blocksberg
    •	 Students will write a short story
    •	 Students may record the story using the software Audacity
    •	 Individual Lesson Assessment: Story Writing Rubric

6. Appendices
    •	 Appendix One: Connector
    •	 Appendix Two: Student Question and Response Sheet
    •	 Appendix Three: Bibi Blocksberg Film Review
    •	 Appendix Four: Film Review Template
    •	 Appendix Five: Film Review Rubric
    •	 Appendix Six: Bibi’s Next Big Adventure!
    •	 Appendix Seven: Story Writing Rubric
    •	 Appendix Eight: Seven Lives of Witches Game
    •	 Appendix Nine: Witches and Wizards Worksheet
    •	 Appendix Ten: Audacity Recording Instruction Sheet
    •	 Appendix Eleven: Character Education Development
    •	 Appendix Twelve: Bibi Blocksberg Character Traits
    •	 Appendix Thirteen: Bibi Blocksberg: Character Comparison Venn Diagram



YOUTH LEARNING        BIBI BLOCKSBERG STUDY GUIDE                                           PAGE 5
Lesson One: Character Education Development
Exercises to engage students before watching the film

Time required: 40-50 minutes

Overall expectations:

Writing
     •	 Generate, gather and organize ideas and information to write for an intended purpose and audience.

Materials needed:
    •	 Character education development student worksheet (appendix eleven).
    •	 Chart paper and markers for each group.

Description:
    •	 Students will work in small groups to complete character education definition sheets.
    •	 Establish class definition and understanding of character development traits.

Links/Resources:
     •	 http://www.edu.gov.on.ca/eng/literacynumeracy/character.html
     •	 http://www.curriculum.org/secretariat/december11.shtml
     •	 http://www.yrdsb.edu.on.ca/page.cfm?id=ICM000002
     •	 http://www.character.org/

Procedure:
1. List principles of character development on chart paper.
     •	 Follow format of student worksheet.
     •	 Discuss the terms with students.

2. Students work together to arrive at a definition and example of “trustworthiness.”
    •	 Think – Pair – Share Activity.
    •	 Students first think about the word “trustworthiness” and give an example.
    •	 Using the character education development worksheet (appendix eleven) have students work with a
       partner to arrive at a definition for each character trait.
    •	 Students share definitions and examples with the class.
    •	 Class arrives at a common definition and example.

3. Divide the class into small groups of four or five students.
    •	 Recorder, presenter, facilitator, materials roles.
    •	 Using worksheets, students come up with definitions and examples for the character traits on the
        worksheet.
    •	 Write a good copy of definitions and examples on chart paper.




YOUTH LEARNING          BIBI BLOCKSBERG STUDY GUIDE                                                PAGE 6
4. Groups share their definitions with class.
    •	 Chart papers are posted in class.

5. Discuss common definitions and examples.
    •	 What do students notice about definitions and examples?
    •	 Are they similar?
    •	 What would be the opposite of some of these characteristics?




YOUTH LEARNING         BIBI BLOCKSBERG STUDY GUIDE                    PAGE 7
Lesson Two: Witches and Wizards
Time required: 40-50 minutes

Overall expectations:
Writing
     •	 Generate, gather and organize ideas and information to write for an intended purpose and audience.

Materials needed:
    •	 Witches and wizards worksheet (appendix nine).
    •	 Chart paper and markers for each group.

Description:
    •	 Students will work in small groups to complete witches and wizards worksheets.
    •	 Connect to character development from lesson one.

Procedure:

1. Activate prior knowledge about witches and wizards.
    •	 Pose the question to class, “When you think about witches and wizards what comes to mind?”
           •	 Record students’ responses on chart paper.
           •	 Record the responses so all of the good characteristics are on one side and the bad
               characteristics on the other.
    •	 “What witches and wizards have you come across in books, movies or on TV?”
           •	 “Are they all good or bad?”
           •	 Record student responses on chart paper under good or bad characteristics.
           •	 “What makes them good or bad?”

2. Develop character sketch of witches and wizards.
    •	 “How many in the class have either read a Harry Potter book or seen one of the movies?”
    •	 “How would you describe Harry Potter? What character development characteristics does he
       portray?”
    •	 Use template of witches and wizards sheet to capture student responses.

3. Divide the class into small groups of four or five students.
    •	 Recorder, presenter, facilitator, materials roles.
    •	 Using worksheets, students complete witches and wizards worksheets, using fictional characters from
        books, films, or television shows.
    •	 No more than five characters from same book, book series, film or television show.
    •	 Maximum of three main character development characteristics per character.

4. Groups share their definitions with class.
    •	 Have a round robin in classroom.
    •	 One character per group. Students must listen and not repeat same character.



YOUTH LEARNING       BIBI BLOCKSBERG STUDY GUIDE                                                   PAGE 8
Lesson Three: Bibi Blocksberg
Time required: 180 minutes

Overall expectations:
Media literacy
Reflect on and identify their strengths as media interpreters and creators, areas for improvement and the
strategies they found most helpful in understanding and creating media texts.

Materials:
    •	 Literary Scene Illustrator
    •	 Bibi Blocksberg DVD
    •	 DVD player
    •	 Chart paper and markers

Description:
Students will watch the movie Bibi Blocksberg and use their knowledge of character development to better
understand the characters in the movie.

Procedure:
Pre-viewing activities:

1. Activate prior knowledge from lesson one (character development) and lesson two (witches and wizards).
    •	 What are important character development characteristics?
    •	 What makes one witch good and another bad?

2. Anticipatory questions:
    •	 What if you had special powers such as being able to cast spells or fly a broom?
    •	 What if you were the only one of your friends or even in your family with these powers?

View the film
    •	 Introduce and view the film Bibi Blocksberg. Ask the students to pay particular attention to the
       character development traits Bibi exhibits in the film.
    •	 The film is in German with English subtitles so students will need to be seated carefully in order to
       read the text.
    •	 This may be a challenging activity for ESL or low-level readers. Teachers may want to read the
       subtitles aloud for students.

Post-viewing activities:

1. Activity One: Bibi Blocksberg character development traits.
    •	 What character development traits does Bibi possess?
    •	 Students work with a partner to complete character education development sheet (appendix eleven).
    •	 Students share work with class.




YOUTH LEARNING        BIBI BLOCKSBERG STUDY GUIDE                                                      PAGE 9
2. Activity Two: Character Comparison Venn Diagram
    •	 Distribute character comparison Venn diagram sheets (appendix thirteen).
    •	 Working in small groups, students fill in Venn Diagrams that compare Bibi with Harry Potter and
        Rabia with Voldemort.
    •	 Record student responses on chart paper.

3. Activity Three: Seven Lives of Witches Game.
    •	 Play Seven Lives game with students (appendix eight).
    •	 Divide class into groups of four to six, with one ball (or a rubber chicken) per group.

4. Activity Four: Connector Worksheet
    •	 Distribute connector worksheet for students to complete individually (appendix one).
    •	 Give an example of a connection on the board after class discussion.
    •	 Students are to find connections between the film and the world outside.
    •	 This means connecting the viewing of the film to:
            •	 Their own life (film to self)
            •	 Other films, books or media sources (film to media)
            •	 Happenings at school (film to world)
            •	 Other people or problems they’ve encountered




YOUTH LEARNING         BIBI BLOCKSBERG STUDY GUIDE                                                PAGE 10
Lesson Four: Bibi Blocksberg Film Review
Time required: 40-50 minutes

Overall expectations:
Language – writing
    •	 Generate, gather and organize ideas and information to write for an intended purpose and audience.
    •	 Identify their point of view, and other possible points of view, and determine, when appropriate, if
        their own view is balanced and supported by evidence.
    •	 Produce draft and revised pieces of writing to meet identified criteria based on the expectations
        related to content, organization, style and use of conventions.

Materials:
    •	 Film Review Template (one per student) (appendix four)
    •	 Bibi Blocksberg Film Review (one per student) (appendix three)
    •	 Film Review Rubric (one per student) (appendix five)
    •	 Bibi Blocksberg student question-and-response sheet (appendix two)

Description:
Students will write a film review of Bibi Blocksberg.

Objectives:
Students will learn to:
    •	 Analyze a narrative story structure
    •	 Synthesize literary and visual concepts into a structured essay

Procedure:
    •	 Distribute and then discuss the film review template, the film review worksheet and the film review
       rubric
    •	 Make sure the students understand the structure before beginning the assignment
    •	 Individual Student Activity
    •	 Student completes the film review template
    •	 Student writes first draft of review
    •	 They edit this draft themselves first, then with a classmate
    •	 Student completes final copy of film review
    •	 Self-evaluates using the film review rubric




YOUTH LEARNING         BIBI BLOCKSBERG STUDY GUIDE                                                 PAGE 11
Lesson Five: Bibi Blocksberg’s Next Adventure!
Time required: 80 to 100 minutes

Overall expectations:
    •	 Generate, gather and organize ideas and information to write for an intended purpose and audience.
    •	 Identify their point of view, and other possible points of view, and determine, when appropriate, if
        their own view is balanced and supported by evidence.
    •	 Produce draft and revised pieces of writing to meet identified criteria based on the expectations
        related to content, organization, style and use of conventions.

Materials:
    •	 Chart paper
    •	 Story map outline (one per student) (appendix six)
    •	 Story writing rubric (one per student) (appendix seven)
    •	 Audacity
    •	 Audacity recording instructions (appendix ten)

Links:
The Storynory website has audio recorded stories that could be used as inspiration for student writers. One
set of stories is about a young witch at school and some of the situations in which she finds herself. The
narrator has an excellent speaking voice and would serve as a good model for student performance.
http://storynory.com/pond-life/

Description:
    •	 The film Bibi Blocksberg is a based on a radio and cartoon series in Germany.
    •	 Students will write a story starring Bibi.
    •	 Students may record the story as a podcast using Audacity or another recording software.




YOUTH LEARNING        BIBI BLOCKSBERG STUDY GUIDE                                                   PAGE 12
Procedure:
    •	 Lead class discussion about other possible adventures Bibi could experience:
    •	 Possible story elements:
           •	 Florian is moving to the United States with his mother – will Bibi visit him there? If so how will
              she get there – by broom?
           •	 What if Rabia escapes from the bog?
           •	 Bibi and her mother share the sisters’ crystal balls – will they become connected somehow?
           •	 Will Berhard Blocksberg accept Bibi being a full-fledged witch? Will he make her give it up?
           •	 What adventures might she have with her witch friends Arcadia and Shubia?
    •	 Individual Student Activity
           •	 Student completes “Bibi’s Next Adventure” line master (appendix six).
           •	 Student writes first draft of story.
           •	 They edit this draft themselves first, then with a classmate.
    •	 Student completes final copy of film story.
    •	 Self-evaluates using the story rubric.
    •	 Students use Audacity recording software worksheet to individually record story.




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    Currently under construction, Bell Lightbox, a breathtaking five-storey complex located in downtown Toronto, will provide a
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 and play. The campaign to build Bell Lightbox is generously supported by founding sponsor Bell, the Government of Canada and
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 as major sponsor and official bank, Visa†, the Copyright Collective of Canada, NBC Universal Canada, the Allan Slaight Family, the
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YOUTH LEARNING            BIBI BLOCKSBERG STUDY GUIDE                                                                   PAGE 13
Appendix One: Connector
Name:
Group Members:
Film:
Director:
Your job is to find connections between the film you watched and the world outside. This means connecting
the film to:

     •	   Your own life (film to self)
     •	   Other films, books or media sources (film to media)
     •	   Happenings at school (film to world)
     •	   Other people or problems you’ve encountered

List some connections you have found with this film below:




  1.




  2.




  3.




YOUTH LEARNING          BIBI BLOCKSBERG STUDY GUIDE                                               PAGE 14
Appendix Two: Student Question-and-Response Sheet
1. Why is Bibi given a party and an honourary pin from the mayor?
2. Where is Florian invited to stay while his father Tom is on his tour?
3. What reason did Bibi give for saving the twins?
4. Bibi is excited to receive her first crystal ball. How old are witches when they normally receive a crystal
   ball?
5. How does Bibi’s father feel about her becoming a “full-blooded witch”?
6. What does Bibi’s mother mean when she says, “We can’t choose the way we’re born!”
7. How do “normal people” feel about Bibi and her mother being witches? Are they treated differently?
8. Bibi and her mother fly to the Blocksberg for the crystal ball ceremony. Describe the witches that are
   there.
9. What is your first impression of Rabia? Describe how she is dressed and how her clothes fit her
   personality.
10. When the formula for eternal youth is stolen, who do Arkadia and Shubia suspect? Why?
11. Bibi attempts to perform the “Chinese Chattering Cat” spell. How is it disrupted and by whom?
12. Crystal balls can only be used for good. What is the punishment for using the crystal ball for evil?
13. Do you think Rabia dropped Bibi’s crystal ball on purpose? Why would she?
14. Did the head witch Walpurgia make a wise decision when she took away Rabia’s crystal ball?
15. How does Bibi help Florian find out what his father Tom is doing on tour? What does he discover?
16. Why does Florian take Bibi’s crystal ball? How does Bibi react?
17. How does Rabia plan on getting her crystal ball back from Bibi?
18. What does she do to Bibi’s father’s work? What is he accused of?
19. What does Bibi’s father’s boss make him promise not to deal with again?
20. Is it reasonable for Bibi’s father to ask Bibi and her mother to renounce their witchcraft?
21. How do Bibi and her mother feel about renouncing their witchcraft? What is the father’s reaction when
    they tell him they will give it up?
22. What does Bibi discover with Arkadia and Schubia?
23. How does Rabia trap Bibi’s parents?
24. Bibi’s mother is allowed to regain her witchcraft. Should she?
25. Bibi and her mother are given the crystal balls of two revered sisters. Will this create stronger bond
    between them? Why?




YOUTH LEARNING         BIBI BLOCKSBERG STUDY GUIDE                                                      PAGE 15
Appendix Three: Bibi Blocksberg Film Review
Country of Origin: Germany
Release Year: 2002
Original Language: German
Director: Hermine Huntgeburth
Producer: Bavaria Film (Uschi Reich)
Runtime: 180 minutes

Characters:

Bibi Blocksberg                Sidonie von Krosigk
Barbara Blocksberg             Katja Riemann
Berhard Blocksberg             Ulrich Noethen
Florian                        Maximilian Befort
Rabia                          Corinna Harfouch
Karla Kolumna                  Inga Bushc
Tom                            Christian Nickel
Arkadia                        Elia Geissler
Schubia                        Anja Sommavilla
Walpurgia                      Monica Bleibtreu

1.   Who are the main characters in the film?
2.   What is this story about? Be very detailed!
3.   What would different types of people like about this film?
4.   Did you like this film? Why or why not?
5.   What rating would you give this movie? One star (poor), five stars (excellent).
6.   What moral lesson does the film teach? What did you learn from it?




YOUTH LEARNING          BIBI BLOCKSBERG STUDY GUIDE                                    PAGE 16
Appendix Four: Film Review Template
Movie titles are written in italics, for example, Bibi Blocksberg.

Headline/Title: Include the title of the film.

Paragraph One: Introduce the film and a couple of details to capture the reader’s interest.

Paragraph Two: Describe what takes place in the film without giving away the ending. Who are the main
characters? What is the story about?

Paragraph Three: Discuss the actors in film and how you felt about their performances.

Paragraph Four: Discuss what you liked about the film and anything you didn’t think worked.

Paragrah Five: What lessons did you learn from this story? What do you think others will learn?

Paragraph Six: Who is this film meant to appeal to? Would you recommend it? To whom? What is your final
word on the film? Is it good or bad?

Rating System: Give the film a score. Stars (*** out of *****) or numbers (3 out of 5).

Short Biography: Describe who you are and what grade you are in. Talk about any sports, activities or
interesting things you like to do. Write about yourself in the third person, that is, pretend someone else is
writing the biography about you.

Example: Jane Smith is a Grade Four student at Smith Lake Public School. Jane enjoys playing ice hockey,
gymnastics and being with her friends. Jane’s favourite subject at school is Language and she loves to write
stories.




YOUTH LEARNING          BIBI BLOCKSBERG STUDY GUIDE                                                    PAGE 17
Appendix Five: Film Review Rubric
Name:

   CATEGORY                      1                             2                           3                           4
                       First paragraph has                                                                  No attempt was made
                                                                                A catchy beginning was
                      a "grabber" or catchy         First paragraph has a                                    to catch the reader's
                                                                                  attempted but was
    Introduction      beginning. Clearly and       weak "grabber". Clearly                                   attention in the first
                                                                                 confusing rather than
                      effectively introduces           introduces film.                                      paragraph. Does not
                                                                                 catchy. Mentions film.
                               film.                                                                             introduce film
                      The review provides an       The review provides a         The review describes        The review describes
      Character
                      excellent description of     good description of the        some aspects of the         some aspects of the
       Setting
                     the film's plot, characters    film's plot, characters      film's plot, characters     film's plot, characters
        Plot
                             and conflict.                and conflict.                and conflict.               and conflict.
                    The review provides an
                                                     The review provides          The review provides
                     clearly provides strong                                                                The review provides no
    Opinions &                                      some strong opinions            opinions that are
                    opinions that are clearly                                                               clear opinion with little
 Supporting Details                                 that are supported by         supported by details
                      supported by details                                                                     supporting detail.
                                                     details from the film.          from the film.
                          from the film.
                                                       Graphic organizer
                        Graphic organizer
                                                     or outline has been
                       or outline has been                                        Graphic organizer or
                                                        completed and                                        Graphic organizer or
                          completed and                                         outline has been started
  Graphic Organizer                                   shows clear, logical                                   outline has not been
                       shows clear, logical                                        and includes some
                                                    relationships between                                         attempted.
                    relationships between all                                    topics and subtopics.
                                                        most topics and
                      topics and subtopics.
                                                           subtopics.
                                                   Almost no grammatical,         A few grammatical           Many grammatical,
                     No grammatical, spelling
     Mechanics                                     spelling or punctuation      spelling, or punctuation    spelling, or punctuation
                      or punctuation errors.
                                                            errors                        errors.                     errors.
                       The review contains           The review contains
                                                                                  The review contains a
                       many creative details        a few creative details                                   There is little evidence
                                                                                few creative details and/
                        and/or descriptions          and/or descriptions                                       of creativity in the
                                                                                or descriptions, but they
      Creativity      that contribute to the        that contribute to the                                  review. The author does
                                                                                 distract from the story.
                     reader's enjoyment. The         reader's enjoyment.                                     not seem to have used
                                                                                 The author has tried to
                      author has really used       The author has used his                                     much imagination.
                                                                                   use his imagination.
                         his imagination.                imagination.
                      Student devotes a lot             Student devotes
                      of time and effort to        sufficient time and effort    Student devotes some
                                                                                                             Student devotes little
                       the writing process           to the writing process      time and effort to the
                                                                                                             time and effort to the
   Writing Process    (prewriting, drafting,          (prewriting, drafting,    writing process but was
                                                                                                            writing process. Doesn't
                     reviewing and editing).        reviewing and editing).     not very thorough. Does
                                                                                                                  seem to care.
                     Works hard to make the         Works and gets the job         enough to get by.
                        story wonderful.                      done.




YOUTH LEARNING           BIBI BLOCKSBERG STUDY GUIDE                                                                       PAGE 18
Appendix Six: Bibi’s Next Big Adventure!
Name:                                               Date:

           Setting:                     Time:               Place:



           Characters:




           Problem:




                 Plot / Events:




           Resolution:




YOUTH LEARNING        BIBI BLOCKSBERG STUDY GUIDE                    PAGE 19
Appendix Seven: Story Writing Rubric
Name:

   CATEGORY                     1                            2                            3                            4
                      Student devotes a lot           Student devotes
                      of time and effort to      sufficient time and effort    Student devotes some
                                                                                                            Student devotes little
                       the writing process         to the writing process      time and effort to the
                                                                                                            time and effort to the
  Writing Process     (prewriting, drafting,        (prewriting, drafting,    writing process but was
                                                                                                           writing process. Doesn't
                     reviewing and editing).      reviewing and editing).     not very thorough. Does
                                                                                                                 seem to care.
                     Works hard to make the       Works and gets the job         enough to get by.
                        story wonderful.                    done.
                                                                                                           No attempt was made
                       First paragraph has                                    A catchy beginning was
                                                  First paragraph has a                                     to catch the reader's
    Introduction      a "grabber" or catchy                                     attempted but was
                                                     weak "grabber."                                        attention in the first
                            beginning.                                               confusing.
                                                                                                                 paragraph.
                        The story contains         The story contains a
                                                                              The story contains a few
                       many creative details       few creative details                                     There is little evidence
                                                                               creative details and/or
                        and/or descriptions        and/or descriptions                                     of creativity in the story.
                                                                                descriptions, but they
     Creativity       that contribute to the      that contribute to the                                     The author does not
                                                                               distract from the story.
                     reader's enjoyment. The     reader's enjoyment. The                                      seem to have used
                                                                              The author has tried to
                      author has really used      author has used their                                       much imagination.
                                                                                 use his imagination.
                         their imagination.            imagination.
                                                 Some vivid, descriptive       The reader can figure
                     Many vivid, descriptive                                                               The reader has trouble
                                                  words are used to tell        out when and where
                     words are used to tell                                                                figuring out when and
        Setting                                  the audience when and        the story took place, but
                     when and where the                                                                     where the story took
                                                  where the story took        the author didn't supply
                       story took place.                                                                            place.
                                                          place.                    much detail.
                     There is an appropriate
                                                    There is too much             There is not quite
                      amount of dialogue to
                                                  dialogue in this story,     enough dialogue in this
                       bring the characters                                                                  It is not clear which
     Dialogue                                     but it is always clear        story, but it is always
                      to life and it is always                                                              character is speaking.
                                                    which character is        clear which character is
                     clear which character is
                                                        speaking.                      speaking.
                              speaking.
                                                                               It is fairly easy for the
                      It is very easy for the     It is fairly easy for the
                                                                                reader to understand
                      reader to understand        reader to understand                                        It is not clear what
                                                                                 the conflict the main
  Problem/Conflict     the conflict the main       the conflict the main                                       problem the main
                                                                                characters face but it
                     characters face and why     characters face and why                                        characters face.
                                                                               is not clear why it is a
                           it is a problem.            it is a problem.
                                                                                        problem.
                      The main characters
                                                 The main characters are
                     are named and clearly
                                                  named and described.         The main characters
                        described in text
                                                   Most readers would         are named. The reader        It is hard to tell who the
    Characters         as well as pictures.
                                                 have some idea of what       knows very little about         main characters are.
                       Most readers could
                                                  the characters looked           the characters.
                     describe the characters
                                                          like.
                           accurately.
                                                 Several action verbs are
                      Several action verbs
                                                 used to describe what is        A variety of verbs
                         (active voice) are                                                                  Little variety seen in
                                                 happening in the story,      (passive voice) are used
                     used to describe what                                                                 the verbs that are used.
        Action                                      but the word choice       and describe the action
                       is happening in the                                                                 The story seems a little
                                                  doesn't make the story       accurately but not in a
                     story. The story seems                                                                          boring.
                                                   as exciting as it could       very exciting way.
                              exciting!
                                                             be.


YOUTH LEARNING          BIBI BLOCKSBERG STUDY GUIDE                                                                        PAGE 20
Appendix Eight: Seven Lives of Witches Game
What you need:
    •	 At least five players
    •	 A ball
    •	 A funny nickname for each player

Where you can play: Indoors (gym) or outdoors.

Every player chooses a nickname and introduces himself or herself to the other players.
One player throws the ball high up in the air and shouts one of the nicknames. The person with this
nickname tries to catch the ball as quickly as possible. The others all run away as far as they can.

As soon as the “catcher” has got the ball, he or she calls out, “Hex! Hex!” and the others are not allowed to
move anymore.

The player who got the ball now takes three steps towards the person standing closest to him or her. They
then throw the ball at that person. If it hits him or her, the other person loses one of their seven lives. If he or
she doesn’t hit anybody, the person holding the ball loses one of his lives.

End of game: A person who has lost all of their seven lives cannot play any longer. The game ends when
only one player has one or more of their lives left.




YOUTH LEARNING         BIBI BLOCKSBERG STUDY GUIDE                                                        PAGE 21
Appendix Nine: Witches and Wizards Worksheet
                                                       Character
  Witch or Wizard   TV, Book, Movie    Good or Bad                  Special Power(s)   Normal People
                                                      Development

                                                     courageous,    Great broom        Dursley family
                    Harry Potter
 Harry Potter                         Good           trustworthy,   flyer, Parsel      knows, others
                    book series
                                                     caring,        tongue, scar       don’t.




YOUTH LEARNING        BIBI BLOCKSBERG STUDY GUIDE                                             PAGE 22
Appendix Ten: Audacity Recording Instruction Sheet
Audacity is software that allows students to create audio recordings using multiple tracks of sound, including
narration, music and audio effects. Audacity allows users to merge these multiple tracks into a single file that
could be played on an MP3 player or Microsoft Media Player.

Audacity is freeware that can be downloaded off the Internet. Students are encouraged to independently
create their own audio recording. The Audacity software and MP3 utility download page can be found at
http://audacity.sourceforge.net/

More detailed tutorial can be found at:

     •	 http://audacity.sourceforge.net/manual-1.2/tutorials.html
     •	 http://www.how-to-podcast-tutorial.com/17-audacity-tutorial.htm

Students will use Audacity to narrate and record a short piece of text. It is important that students rehearse
reading the text with inflection and meaning before recording their passage.

When you record and save a project in Audacity it is saved an .aup file. This file cannot be opened in a media
or MP3 player. In order to listen in a media player it must be exported as either a .WAV or .MP3 file, which
will merge all of the files into a single track.

1. Rehearse reading your short story before you record in Audacity.
2. Record short story using Audacity.
           •	 If your story is long it may be a problem to record it as a single track without making mistakes
              along the way.
           •	 It is highly recommended that you break your story into multiple “tracks.”
           •	 Use a highlighter or marker to break your story into tracks of a maximum of 60 seconds.
           •	 Once complete, make certain that the tracks are aligned.
3. Under “File” pull down menu, click “Save Project As…” and save your recording in “My Documents”
   using a name that is unique, for example, “Mr Grant passage 1”
           •	 It is highly recommended that you save the project onto a memory stick as well.
4. Optional – add other audio tracks, such as sound effects and copyright-free music.
5. “Save Project”
6. “Export as a WAV…”
           •	 This will merge your recording into a single audio track.
7. “Export as an MP3…”
           •	 You must first have the MP3 utility and then locate it.
8. 8. Your recording is now complete. Your file can now be opened using Windows Media Player and could
   be imported into other programmes such as Microsoft Movie Maker or PowerPoint.




YOUTH LEARNING         BIBI BLOCKSBERG STUDY GUIDE                                                     PAGE 23
Appendix Eleven: Character Education Development
Develop your own definitions of the following character traits within your group. You may use a dictionary if
you become stuck on a word or term, but the definition must be in your own words.

The example you provide should be something related to friends, family or school.

               Character Trait                    Definition                            Example


 Trustworthiness




 Respect




 Responsibility




 Fairness




 Caring/Empathy




 Citizenship




 Initiative




 Courage




 Perseverance




 Honesty




YOUTH LEARNING            BIBI BLOCKSBERG STUDY GUIDE                                                 PAGE 24
Appendix Twelve: Bibi Blocksberg Character Traits
What are three main character development traits that you feel Bibi Blocksberg exhibits in the movie? List
the three key traits with a reason and example for each.

          Character Trait                          Reason                             Example




YOUTH LEARNING        BIBI BLOCKSBERG STUDY GUIDE                                                   PAGE 25
Appendix Thirteen: Bibi Blocksberg: Character Comparison Venn Diagram

                 Bibi Blocksberg               Harry Potter




                     Rabia                      Voldemort




YOUTH LEARNING   BIBI BLOCKSBERG STUDY GUIDE                   PAGE 26

								
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